INVESTIGATION OF EMOTION REGULATION SKILLS TRAINING IN ENHANCING EMOTIONAL INTELLIGENCE AMONG STUDENTS OF COVENANT UNIVERSITY SECONDARY SCHOOL

Abstract

Adolescence is a critical developmental period marked by intense emotional experiences. When emotional needs are neglected during childhood, it can negatively affect the development of emotional intelligence. Existing studies have established this relationship but there is limited evidence on effective interventions to improve emotional intelligence among affected adolescents. This study investigated the effectiveness of Emotion Regulation Skills Training (ERST) on emotional intelligence among adolescents with a history of childhood emotional neglect. A quasi-experimental pretest–posttest control group design was adopted with a sample size of 54 adolescents from Covenant University Secondary School, Ogun State selected using criterion sampling. Data was collected using a structured questionnaire, incorporating demographic items as well as items from the Schutte Self-Report Emotional Intelligence Test (SSEIT) and the Multidimensional Neglectful Behaviour Scale (MNBS). Hypotheses was equally analysed using Pearson Product Moment Correlation Coefficient, Paired and Independent Sample T-tests, ANCOVA, and Regression analysis using Hayes’ PROCESS macro. Findings revealed that there was a negative relationship between childhood emotional neglect and emotional intelligence (r = -.239, p = 0.041). Furthermore, ERST significantly improved emotional intelligence among adolescents in the experimental group (t= -10.059, p= 0.000). There was also significant difference in emotional intelligence compared to the control group (t = 4.580, p = 0.000. The pretest did not significantly influence the intervention’s effectiveness F(1, 51)= 31.807, P= 0.000, η² = 0.384 and gender did not significantly moderate the effect of the intervention (b = 8.46, p = 0.2403). The study concludes that ERST is an effective intervention for enhancing emotional intelligence offering substantial evidence to support adolescents of both genders; promoting emotional and mental well-being. The study recommends to schools, engagement in emotion training during orientation programs and as well psychoeducate parents on the need for emotional responsiveness in the home.